The OutsidersActivities by Jessica Van HeirseeleConcordia University Wisconsin Fall 2010 Anticipation
Activity 1(Comprehension, Fluency)
W.6.6.Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences Students will look at the cover of the book and predict what they think the story will be about. They will be able to look at both the front cover and the back cover. Based on what they have read, they will be able to predict what the outcome of the novel will be. They will then write, in paragraph form, their own ending to the novel, based on their predictions. The students will first write their response on paper, and then when their endings are approved for appropriateness, they will write their endings on writeboard.com. This will be a compilation of all of the students' responses.
L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. For this activity, I would use bubbl.us to look closely at one of the themes of the book. The theme that the class would look at is rich vs. poor. As a class, we would branch off of rich and poor to think of different words that come to mind when we hear "rich" or "poor". This will allow students the opportunity to build their vocabulary. This would also give me the opportunity to assess what the students know about rich people and poor people.
Activity 3 (Vocabulary, Comprehension, Phonics, Fluency) L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. (Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.) For this activity, students will first look at the vocabulary words that occur in The Outsiders. Students will write down the words that they recognize before reading the book. After this, students will work with a partner and look at each word and add two bubbles onto each vocabulary word. In these two bubbles will be words or phrases that help the student to understand the vocabulary word better.
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Students will take a look at some of the symbols that were presented in the book. After the student is done reading chapter 6, they will complete the diagram with why they think that each of the three items were considered to be symbols so far in the book. They will then share this with the class. After everyone has shared their ideas, we will compile a chart as a class with the four top reasons why these are considered symbols and what they stand for so far in the book.
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. After reading chapter 8 of the book, students will further look at their favorite character so far from the novel. The will use the character web to insert adjectives that describe the character. Students must have a minimum of 10 adjectives that describe their character. This allows the students to further their vocabulary and look at each character in depth.
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. R.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. After reading chapter 9 of the book, students will pick a part of the book that they thought was important. Using www.kerpoof.com, students will create a visual of the part of the book that they have chosen using the Make a Story selection. Students will then present their visual to the class and explain why they thought this was an important part of the book. We will the put everyone's stories together in the order that they appear in the book. No two students may have the same selection of the first 9 chapters of the book. Username: cuwoutsiders password: outsiders
Consolidation
Activity 1(Comprehension, Vocabulary)
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly Students each choose a quote they think is important from the book. They will write this down and then what this quote means to them: importance, why it is in the story, etc. The students will then get in groups of four and one student will share their quote. They will then go around the group and comment on that quote. Finally, the student will read what they wrote about the quote and then pick another student to share their quote.
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. R.6.6. Explain how an author develops the point of view of the narrator or speaker in a text In this activity, students will create a character cluster. They will use http://www.mindmeister.com. The students will use their favorite character from the previous activity and then write features about the character branching off from that. Finally, students will branch off from those with examples from the book, showing that the student comprehends the book. The student can also change their favorite character. If they change, they must write why they changed the character. If they stayed with the same character, they must say what that character is their favorite.
Username: jvanheirseele
Password: Outsiders
Activity 3(Comprehension, Vocabulary)
R.6.1. Cite textualto support analysis of what the text says explicitly as well as inferences drawn from the text. R.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. R.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot toward a resolution. In this activity, students will create a storyboard showing that they completely understand the book. They will list the characters and setting and be able to put the story in order. Finally, students will pick out the big ideas from the story: what the story is about.
Student Assessment
The students will have two months to complete this book and all of the projects. They will be required to read 2 chapters per week, with quizzes on Fridays. This will take six weeks to finish the book. After this, students will have two weeks to complete activities that they had not previously completed. These activities are supposed to be to help students with their comprehension of the book. Students will be graded based on completion. All assignments are to be completed fully. Students will also be graded on their effort with each of the activities. I will be able to tell which students spent a great deal amount of time on their activities. There will be quizzes throughout the reading of the book to make sure that students are reading along the way. These quizzes will be included in the final grade.
The OutsidersActivities by Jessica Van HeirseeleConcordia University Wisconsin Fall 2010 Anticipation
Activity 1(Comprehension, Fluency)
W.6.6.Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences
Students will look at the cover of the book and predict what they think the story will be about. They will be able to look at both the front cover and the back cover. Based on what they have read, they will be able to predict what the outcome of the novel will be. They will then write, in paragraph form, their own ending to the novel, based on their predictions. The students will first write their response on paper, and then when their endings are approved for appropriateness, they will write their endings on writeboard.com. This will be a compilation of all of the students' responses.
http://123.writeboard.com/ukica2mglx7bf6z3
Password: Outsiders
Activity 2 (Vocabulary, Comprehension, Phonics)
L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.For this activity, I would use bubbl.us to look closely at one of the themes of the book. The theme that the class would look at is rich vs. poor. As a class, we would branch off of rich and poor to think of different words that come to mind when we hear "rich" or "poor". This will allow students the opportunity to build their vocabulary. This would also give me the opportunity to assess what the students know about rich people and poor people.
bubbl.us
username: jvanheirseele
password: outsiders
Activity 3 (Vocabulary, Comprehension, Phonics, Fluency)
L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. (Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.)
For this activity, students will first look at the vocabulary words that occur in The Outsiders. Students will write down the words that they recognize before reading the book. After this, students will work with a partner and look at each word and add two bubbles onto each vocabulary word. In these two bubbles will be words or phrases that help the student to understand the vocabulary word better.
Building Knowledge
Activity 1(Comprehension, Vocabulary, Phonics)
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Students will take a look at some of the symbols that were presented in the book. After the student is done reading chapter 6, they will complete the diagram with why they think that each of the three items were considered to be symbols so far in the book. They will then share this with the class. After everyone has shared their ideas, we will compile a chart as a class with the four top reasons why these are considered symbols and what they stand for so far in the book.
Activity 2(Comprehension)
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
After reading chapter 8 of the book, students will further look at their favorite character so far from the novel. The will use the character web to insert adjectives that describe the character. Students must have a minimum of 10 adjectives that describe their character. This allows the students to further their vocabulary and look at each character in depth.
Activity 3(Comprehension)
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.R.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
After reading chapter 9 of the book, students will pick a part of the book that they thought was important. Using www.kerpoof.com, students will create a visual of the part of the book that they have chosen using the Make a Story selection. Students will then present their visual to the class and explain why they thought this was an important part of the book. We will the put everyone's stories together in the order that they appear in the book. No two students may have the same selection of the first 9 chapters of the book.
Username: cuwoutsiders
password: outsiders
Consolidation
Activity 1(Comprehension, Vocabulary)
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly
Students each choose a quote they think is important from the book. They will write this down and then what this quote means to them: importance, why it is in the story, etc. The students will then get in groups of four and one student will share their quote. They will then go around the group and comment on that quote. Finally, the student will read what they wrote about the quote and then pick another student to share their quote.
Activity 2(Comprehension, Vocabulary)
R.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.R.6.6. Explain how an author develops the point of view of the narrator or speaker in a text
In this activity, students will create a character cluster. They will use http://www.mindmeister.com. The students will use their favorite character from the previous activity and then write features about the character branching off from that. Finally, students will branch off from those with examples from the book, showing that the student comprehends the book. The student can also change their favorite character. If they change, they must write why they changed the character. If they stayed with the same character, they must say what that character is their favorite.
Username: jvanheirseele
Password: Outsiders
Activity 3(Comprehension, Vocabulary)
R.6.1. Cite textualto support analysis of what the text says explicitly as well as inferences drawn from the text.R.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.
R.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot toward a resolution.
In this activity, students will create a storyboard showing that they completely understand the book. They will list the characters and setting and be able to put the story in order. Finally, students will pick out the big ideas from the story: what the story is about.
Student Assessment
The students will have two months to complete this book and all of the projects. They will be required to read 2 chapters per week, with quizzes on Fridays. This will take six weeks to finish the book. After this, students will have two weeks to complete activities that they had not previously completed. These activities are supposed to be to help students with their comprehension of the book. Students will be graded based on completion. All assignments are to be completed fully. Students will also be graded on their effort with each of the activities. I will be able to tell which students spent a great deal amount of time on their activities. There will be quizzes throughout the reading of the book to make sure that students are reading along the way. These quizzes will be included in the final grade.